Medical student perceived psychological safety in sensitive topic teaching: A qualitative study

Area of Science:

• Medical Education
• Psychology
• Trauma-Informed Care

Background:

• Medical students encounter sensitive topics like domestic violence and mental health.
• Educators often lack training in handling sensitive topics and preventing re-traumatisation.
• A trauma-informed medical education (TIME) approach aims to enhance learning environments and student resilience.

Purpose of the Study:

• To explore medical students' perceptions of trauma-informed medical education (TIME).
• To identify effective TIME strategies for psychological safety and preparedness.

Main Methods:

• A qualitative descriptive study was conducted.
• Semi-structured interviews were held with 16 final-year medical students.
• Reflexive thematic analysis was used to analyze interview transcripts.

Main Results:

• The overarching theme identified was the creation of a 'Safe Space' for learning sensitive topics.
• Key contributing elements included preparedness for teaching, effective teaching techniques, and thorough debriefing.
• Students reported that many TIME strategies were already implemented in their education.

Conclusions:

• Trauma-informed teaching strategies are effective in promoting psychological safety and well-being among medical students.
• Existing TIME strategies contribute to a positive learning environment for sensitive topics.
• Further understanding of student perceptions can optimize TIME implementation.